ABSTRACT In this study, we present the Transborder College Student Sense of Belonging Model , developed to understand how to create an inclusive and validating campus climate for Transborder students in postsecondary and higher education institutions along the US–México borderlands. The study centers the experiences of joy and unrest that shape the educational journeys of Transborder college students. Using photovoice pláticas , we examined student affairs practices and programming that we, as scholar‐activists, implemented to foster a sense of belonging for Transborder college students. Through collaborative autoethnographic analysis, we identified three key findings, visually represented in a model highlighting the themes of (1) Transborder Institutional Agents and Allies, (2) Basic Transborder Needs, and (3) Transborder Sociocultural Validation, all in relation to the theorized transborder students’ sense of Belonging. We conclude with practical recommendations for educational leaders and student affairs professionals serving Transfronterizx college students. Summary We define Transborder College Students’ Sense of Belonging as a balance between providing systems of support for Transfronterizx students' most critical needs, while at the same time validating their sociocultural identity as Transfronterizx people. In the efforts to create initiatives dedicated to Transborder College Students’ Sense of Belonging, it is paramount to include Transfronterizx students, faculty, and staff in the forefront leadership of these programs and events. To begin to address Transborder College Students’ Sense of Belonging, we need to start by providing systems of support for the fundamental challenges Transfronterizx students face, perpetuated by the geopolitical obstacles of the US–México border. Alongside basic Transborder needs, Transborder sociocultural validation is an important factor in creating Transborder College Students' Sense of Belonging.
Orta et al. (Thu,) studied this question.